Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? I know that games can: I know that games can motivate us, can be challenging and that we can learn from games. Games are fun and exciting.
W = What do you want to learn? I want to learn about how to implement games into my classroom effectively.
L = What have you learned? (we'll do this last one later) I have learned a lot about using gaming in the classroom. At first I thought this course was going to be all about using technology in the classroom. But now I understand that gamification isn't technology driven and that it is a way of redesigning how I teach to be more game like. I have learned all about the different elements of gaming and I am really looking forward to implementing more games into my lessons. I like that I have a starting point to use. With GBL I have enjoyed seeing the example of the Zombie game. I am not sure if I have the time to develop something like that but I definitely see the appeal that this has on students.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
I have enjoyed the course so far. It did take a long time to read Marc Prensky’s chapter on what makes games engaging. However I did enjoy reading it and learning about what makes a good game and about the 12 elements that engage us when we play games.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
I am going to start with phonics. There will be different levels that the students will need to go through. At each level they will receive rewards/badges for knowing a group of sounds. If they can put some sounds together to form words they will receive free play. They will compete against a friend to motivate them.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Challenges, competition, rewards, progression and emotions were all elements that I found in the game "Beetle." You need to make sure the games are age appropriate so that the children can progress through different stages. Having rewards - in the game it was instant if you spun the right beetle body part. For the young children the game needs to cause emotions.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
Using the rubric , this challenge was more gamification . There were rules, rewards (certificates on completion), progression (reading the different books), different levels, social - when you read with an adult during certain levels.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
This is on the other end of the continuum and more GBL. It uses narratives, progression occurs by completing each level, it has ongoing activities and feedback.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document) SLES1.13 Demonstrates a developing awareness of the concepts of safe and unsafe living. Description of your audience (Age, likes and dislikes, motivations etc) Age: 4-5 years old (Pre-Kindy) Like: princess, dolls, cars, lego, heroes, craft Dislikes: Anything scary Motivators: stickers, stamps, lollies, praise Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game) Hours: 45minutes Lessons: 1 Weeks: <1 Terms: <1 Game Elements (Game Dynamics, Game Mechanics and Game Components) Narrative: We are trapped in a burning building. Our goal is to find safety without leaving anyone behind. Progression: There will be 3 levels to progress through in order to be safe. Each level will encounter some safety issues, that the students will need to work through. Level 1 – The idea is to get outside quickly and safely. Students will need to develop a map of the classroom for an escape plan. The students will need to identify how many exits there are and which exit to take depending on where the fire is situated. Level 2 - The students encounter some smoke in the room as they are exiting the building. They need to work out what the best thing to do is. If you see smoke coming under the door — don't open the door!If you don't see smoke — touch the door. If the door is hot or very warm — don't open the door!If you don't see smoke — and the door is not hot — then use your fingers to lightly touch the doorknob.If the doorknob is hot or very warm — don't open the door! If the doorknob feels cool, and you can't see any smoke around the door, you can open the door very carefully and slowly. When you open the door, if you feel a burst of heat or smoke pours into the room, quickly shut the door and make sure it is really closed. If there's no smoke or heat when you open the door, go toward your escape route exit. Level 3 – As the children are exiting the building one of the students clothes catch on fire. The students need to get the fire out by using the stop, drop, cover and roll technique. Once the fire is out the students proceed to the meeting place we have at school in case of an emergency. Relationships – Students are working together to find the best emergency exit, dealing with smoke and helping the victim. Emotions – Children will experience adrenalin as they try to escape the building, empathy for the student who catches on fire and relief as they are safe. Challenges – Students face challenges in each level Co-operation – working together to get to safety Rewards – badges and stickers as they achieve each level Feedback – If they do the wrong thing eg touch the door and its hot means there is a fire on the other side. Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun) Social fun – working together to achieve a goal – safety Serious fun – moments of excitement of getting through each safety level.
This is a good start to your game. You have described the 'What' of the game nicely in the Progression section.How will the game be implemented? Our next question is How will the game be implemented? Some questions you could ask yourself are Is it a card game? Is is a role playing game? Do I need props? This thinking will then further inform on Badges and Rewards, ie how will the children achieve the badges or reward in your game design? Feel free to read through other participants wiki pages to help you further tweak your game. Mel and Stan
Have you filled in the evaluation? Have you found the bonus level content?
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know? I know that games can: I know that games can motivate us, can be challenging and that we can learn from games. Games are fun and exciting.
W = What do you want to learn? I want to learn about how to implement games into my classroom effectively.
L = What have you learned? (we'll do this last one later) I have learned a lot about using gaming in the classroom. At first I thought this course was going to be all about using technology in the classroom. But now I understand that gamification isn't technology driven and that it is a way of redesigning how I teach to be more game like. I have learned all about the different elements of gaming and I am really looking forward to implementing more games into my lessons. I like that I have a starting point to use. With GBL I have enjoyed seeing the example of the Zombie game. I am not sure if I have the time to develop something like that but I definitely see the appeal that this has on students.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
I have enjoyed the course so far. It did take a long time to read Marc Prensky’s chapter on what makes games engaging. However I did enjoy reading it and learning about what makes a good game and about the 12 elements that engage us when we play games.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.I am going to start with phonics. There will be different levels that the students will need to go through. At each level they will receive rewards/badges for knowing a group of sounds. If they can put some sounds together to form words they will receive free play. They will compete against a friend to motivate them.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Challenges, competition, rewards, progression and emotions were all elements that I found in the game "Beetle." You need to make sure the games are age appropriate so that the children can progress through different stages. Having rewards - in the game it was instant if you spun the right beetle body part. For the young children the game needs to cause emotions.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)Using the rubric , this challenge was more gamification . There were rules, rewards (certificates on completion), progression (reading the different books), different levels, social - when you read with an adult during certain levels.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
This is on the other end of the continuum and more GBL. It uses narratives, progression occurs by completing each level, it has ongoing activities and feedback.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
SLES1.13 Demonstrates a developing awareness of the concepts of safe and unsafe living.
Description of your audience (Age, likes and dislikes, motivations etc)
Age: 4-5 years old (Pre-Kindy)
Like: princess, dolls, cars, lego, heroes, craft
Dislikes: Anything scary
Motivators: stickers, stamps, lollies, praise
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
Hours: 45minutes
Lessons: 1
Weeks: <1
Terms: <1
Game Elements (Game Dynamics, Game Mechanics and Game Components)
Narrative: We are trapped in a burning building. Our goal is to find safety without leaving anyone behind.
Progression: There will be 3 levels to progress through in order to be safe. Each level will encounter some safety issues, that the students will need to work through.
Level 1 – The idea is to get outside quickly and safely. Students will need to develop a map of the classroom for an escape plan. The students will need to identify how many exits there are and which exit to take depending on where the fire is situated.
Level 2 - The students encounter some smoke in the room as they are exiting the building. They need to work out what the best thing to do is. If you see smoke coming under the door — don't open the door!If you don't see smoke — touch the door. If the door is hot or very warm — don't open the door!If you don't see smoke — and the door is not hot — then use your fingers to lightly touch the doorknob. If the doorknob is hot or very warm — don't open the door! If the doorknob feels cool, and you can't see any smoke around the door, you can open the door very carefully and slowly. When you open the door, if you feel a burst of heat or smoke pours into the room, quickly shut the door and make sure it is really closed. If there's no smoke or heat when you open the door, go toward your escape route exit.
Level 3 – As the children are exiting the building one of the students clothes catch on fire. The students need to get the fire out by using the stop, drop, cover and roll technique. Once the fire is out the students proceed to the meeting place we have at school in case of an emergency.
Relationships – Students are working together to find the best emergency exit, dealing with smoke and helping the victim.
Emotions – Children will experience adrenalin as they try to escape the building, empathy for the student who catches on fire and relief as they are safe.
Challenges – Students face challenges in each level
Co-operation – working together to get to safety
Rewards – badges and stickers as they achieve each level
Feedback – If they do the wrong thing eg touch the door and its hot means there is a fire on the other side.
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun)
Social fun – working together to achieve a goal – safety
Serious fun – moments of excitement of getting through each safety level.
This is a good start to your game. You have described the 'What' of the game nicely in the Progression section.How will the game be implemented? Our next question is How will the game be implemented?
Some questions you could ask yourself are Is it a card game? Is is a role playing game? Do I need props?
This thinking will then further inform on Badges and Rewards, ie how will the children achieve the badges or reward in your game design?
Feel free to read through other participants wiki pages to help you further tweak your game.
Mel and Stan
Have you filled in the evaluation? Have you found the bonus level content?